Debate over the link between student learning styles and effective teaching has a long tradition, made more interesting by Karns's recent article 'Learning Style Differences in the Perceived Effectiveness of Learning Activities.' Fundamentally he asserts, in critiquing Morrison et al. (2003), that marketing educators should not adopt 'a high investment strategy' in tailoring curriculum to student learning styles segments but merely 'provide a range of learning experiences that tap multiple learning modalities.' This study contends that in developing his research question, Karns has misunderstood the perspective of Morrison et al. about how to adapt teaching styles to influence learning outcomes. In addition, this study reviews Karns's methodology, noting weaknesses in the measurement of learning styles, sampling, and data analysis that the authors expect has influenced his findings and conclusions. Finally, the authors introduce additional data that support their findings rather than his, thus further stimulating this debate.
Morrison, M., Sweeney, A., & Heffernan, T. (2006). Karns's Learning Styles and Learning Effectiveness: A Rejoinder. Journal of Marketing Education, 28(1), 64-68. https://doi.org/10.1177/0273475305285460